THE ROLE OF THE SCHOOL IS DEEMED CRUCIAL IN BOTH CAUSING AND REMEDYING DISRUPTIVE BEHAVIOR. AS A PRINCIPAL ENVIRONMENT WITHIN WHICH CHILDREN AND YOUTH PERCEIVE AND EXPERIENCE THEIR WORTH AND ENDEAVOR TO FULFILL BASIC PSYCHOLOGICAL NEEDS, THE SCHOOL'S FAILURES AND SUCCESSES CAN SIGNIFICANTLY AFFECT THE EVOLUTION OR DETERRENCE OF DELINQUENT BEHAVIOR. THE TEACHER IS VIEWED AS INSTRUMENTAL IN STRUCTURING A CLASSROOM ENVIRONMENT AND DEVELOPING RELATIONAL INTERACTIONS THAT CAN DETER OR REMEDY DISRUPTIVE BEHAVIOR. TEACHER RESPONSIBILITIES IN THIS REGARD ARE CONSIDERED TO LIE IN THE FOLLOWING AREAS: DIAGNOSTIC AND REMEDIAL; CRISIS INTERVENTION; AND COMMUNITY CONTACT. THE TEACHER TRAINING MODELS PROPOSED AIM TO DEVELOP TEACHER SKILLS IN THESE THREE AREAS. THE PRESERVICE TRAINING MODEL PROPOSED INVOLVES AN INTENSIVE TRAINING PROGRAM AT THE GRADUATE LEVEL, CONDUCTED BY AN INSTITUTE OF HIGHER EDUCATION IN COOPERATION WITH LOCAL SCHOOL DISTRICTS IN WHICH SIGNIFICANT NUMBERS OF DISRUPTIVE YOUTH CAN BE IDENTIFIED. THE 15-MONTH PROGRAM WOULD INCLUDE THREE PHASES: (1) PRESEVICE, DEFINED AS 16 WEEKS OF DEVELOPING DIAGNOSTIC, REMEDIAL, AND CRISIS-INTERVENTION COMPETENCIES UNDER THE SUPERVISION OF AN INSERVICE TEACHER ACCOMPLISHED IN THESE SKILLS AND A SPECIALIST FROM THE UNIVERSITY: (2) INSERVICE, CONSIDERED THE CORE OF THE PROGRAM; 1 YEAR OF TEACHING INTERNSHIP IN A SELECTED SCHOOL SETTING, AND (3) TERMINAL PHASE, WHICH CONSISTS OF A 12-WEEK INTEGRATING EXPERIENCE ON CAMPUS WITH THE INTERNS MEETING TO EVALUATE BOTH THE PROGRAM AND THEIR EXPERIENCES, TOGETHER WITH THE ADDITION OF SOME THEORETICAL STRUCTURE BASED ON THEIR PRACTICAL EXPERIENCE. AN INSERVICE TRAINING MODEL FOR LOCAL SCHOOL SYSTEMS IS PROPOSED, WHICH WOULD CONSIST OF SEMINARS ON DIAGNOSTIC AND REMEDIAL TEACHING, LEARNING DISABILITIES, AND CRISIS-INTERVENTION, HELD ON A WEEKLY BASIS. THE TRAINEES WOULD BE ASSIGNED A CASELOAD, WHICH SHOULD RARELY EXCEED 20 STUDENTS WHO HAVE BEEN IDENTIFIED AS DISRUPTIVE BY COMMONLY ACCEPTED AND CLEARLY DEFINED PROCEDURES. (RCB)